Each class member must provide the full reference information for at least two texts as well as a short description of the text. Amazon synopsis or book-jacket descriptions are O.K. to use here. Make sure to include your name with each suggested text.
Kelly Anne Quinn Wallace, F., Evans, M.A., Stein, M. (2012). Mathematical literacy in the middle and high school grades: A modern approach to sparking student interest. Pearson.
Mathematical Literacy in the Middle and High School Grades gives future and current middle and high school classroom teachers the concepts and practical, hands-on suggestions, activities, lesson plans, skills, and tools they need to enhance and enrich their students’ mathematics learning. From its opening overview of the theory behind a variety of new strategies for teaching math to its everyday, concrete assistance, the book helps teachers find and use engrossing ways to introduce math concepts through stories, using hands-on activities to reinforce the concepts. Included are ready-to-use activities busy teachers can incorporate “as is” or adapt to fit their particular classrooms and their students’ individual needs.
Benjamin, A. (2011). Math in plain english: Literacy strategies for the mathematics classroom. Larchmont, NY. Eye On Education.
Teaching mathematical words explicitly -- Teaching academic words implicitly -- Reinforcing reading comprehension skills that apply to mathematics -- Teaching mathematics with metaphor and gesture -- Unlocking the meaning of word problems -- Teaching note-taking skills for mathematics -- Using language-based formative assessment in mathematics -- Connecting memorization to meaning in mathematics -- Incorporating writing-to-learn activities in mathematics -- Preparing students for algebraic thinking.
Gustein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY. Taylor & Francis Group.
Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World withMathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.
Karen Campbell
Hammerman, L., Elizabeth. (2008). Integrating Science with Mathematics & Literacy: New visions for assessment. Thousand Oaks, CA.
Defining new visions for science, mathematics, and language arts education, the authors provide a clearly articulated set of performance assessments, allowing teachers to assess students' knowledge and abilities through investigation, problem solving, inventiveness, and inquiry. Featuring activities that promote higher-order thinking skills and help develop more complex cognitive functions, this resource offers more than 20 ready-to-use assessments linked to national standards with tools that include: o Learning logs o Portfolios o Peer interview strategies o Teacher-student sample interviews o Problems to solve both individually and as a group.
Kenney, M., Joan. (2005). Literacy Strategies for Improving Mathematics Instruction. Alexandria, VA.
What makes mathematics so confusing to students? To succeed in the study of arithmetic, geometry, or algebra, students must learn what is effectively a second language of mathematical terms and symbols. In Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney and her coauthors describe common ways in which students misinterpret the language of mathematics, and show teachers what they can do to ensure that their students become fluent in that language.The authors synthesize the research on what it takes to decode mathematical text, explain how teachers can use guided discourse and graphic representation to help students develop mathematical literacy skills, offer guidance on using action research to enhance mathematics instruction, and discuss the importance of student-centered learning and concept-building skills in the classroom. Real-life vignettes of student struggles illuminate the profound effect of literacy problems on student achievement in mathematics. This book will help teachers better understand their students? difficulties with mathematics and take the steps necessary to alleviate them. Abundantly researched and filled with helpful strategies and resources, it is an invaluable resource for mathematics teachers at all levels. Joan M. Kenney has been both a research scientist and a mathematics teacher at the secondary and college levels. Most recently, she served as codirector of the Balanced Assessment Program at the Harvard University Graduate School of Education.
Gutstein, Eric, Peterson, Bob. (2006). Rethinking Mathematics: Teaching Social Justice by the Numbers. Milwaukee, WI.
In this unique collection, more than 30 articles show how to weave social justics throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking mathematics offers ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-- math that helps students analyze social problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.
Benjamin Delwiche
Solomon, Yvette (2008). Mathematical Literacy: Developing Identities of Inclusion
Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion/inclusion. In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics
Benjamin Delwiche
Kenney, Joan M. (2005) Literacy Strategies for Improving Mathematics Instruction
What makes mathematics so confusing to students? To succeed in the study of arithmetic, geometry, or algebra, students must learn what is effectively a second language of mathematical terms and symbols. In Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney and her coauthors describe common ways in which students misinterpret the language of mathematics, and show teachers what they can do to ensure that their students become fluent in that language.The authors synthesize the research on what it takes to decode mathematical text, explain how teachers can use guided discourse and graphic representation to help students develop mathematical literacy skills, offer guidance on using action research to enhance mathematics instruction, and discuss the importance of student-centered learning and concept-building skills in the classroom. Real-life vignettes of student struggles illuminate the profound effect of literacy problems on student achievement in mathematics. This book will help teachers better understand their students? difficulties with mathematics and take the steps necessary to alleviate them. Abundantly researched and filled with helpful strategies and resources, it is an invaluable resource for mathematics teachers at all levels. Joan M. Kenney has been both a research scientist and a mathematics teacher at the secondary and college levels. Most recently, she served as codirector of the Balanced Assessment Program at the Harvard University Graduate School of Education.
Chris Samul
Murray, Mickey. (2004) Teaching Mathematics Vocabulary in Context.
As Miki Murray proves, mathematics vocabulary has the power to enhance the conceptual learning of mathematics for middle school students. It's an essential tool to help them express their mathematical thinking coherently and clearly to peers and teachers, to share problem-solving techniques, to gain confidence, and to participate in classroom discourse. Murray offers a range of strategies that highlight the important role language plays in the learning of math. Grounded in research and developed from more than 40 years of teaching, reflecting, and learning, Murray's proven strategies are immediately usable or adaptable by teachers.
Devlin, Keith. (2011) Mathematics Education for a New Era: Video Games as a Medium for Learning
Stanford mathematician and NPR Math Guy Keith Devlin explains why, fun aside, video games are the ideal medium to teach middle-school mathematics. Teachers, education researchers and professional game developers who want to produce video games for mathematics education will learn exactly what is involved in designing and producing successful math education video games that foster critical mathematical thinking skills necessary for success in a global economy.
Kelly Anne Quinn
Wallace, F., Evans, M.A., Stein, M. (2012). Mathematical literacy in the middle and high school grades: A modern approach to sparking student interest. Pearson.
Mathematical Literacy in the Middle and High School Grades gives future and current middle and high school classroom teachers the concepts and practical, hands-on suggestions, activities, lesson plans, skills, and tools they need to enhance and enrich their students’ mathematics learning. From its opening overview of the theory behind a variety of new strategies for teaching math to its everyday, concrete assistance, the book helps teachers find and use engrossing ways to introduce math concepts through stories, using hands-on activities to reinforce the concepts. Included are ready-to-use activities busy teachers can incorporate “as is” or adapt to fit their particular classrooms and their students’ individual needs.
Benjamin, A. (2011). Math in plain english: Literacy strategies for the mathematics classroom. Larchmont, NY. Eye On Education.
Teaching mathematical words explicitly -- Teaching academic words implicitly -- Reinforcing reading comprehension skills that apply to mathematics -- Teaching mathematics with metaphor and gesture -- Unlocking the meaning of word problems -- Teaching note-taking skills for mathematics -- Using language-based formative assessment in mathematics -- Connecting memorization to meaning in mathematics -- Incorporating writing-to-learn activities in mathematics -- Preparing students for algebraic thinking.
Gustein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY. Taylor & Francis Group.
Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.
Karen Campbell
Hammerman, L., Elizabeth. (2008). Integrating Science with Mathematics & Literacy: New visions for assessment. Thousand Oaks, CA.
Defining new visions for science, mathematics, and language arts education, the authors provide a clearly articulated set of performance assessments, allowing teachers to assess students' knowledge and abilities through investigation, problem solving, inventiveness, and inquiry. Featuring activities that promote higher-order thinking skills and help develop more complex cognitive functions, this resource offers more than 20 ready-to-use assessments linked to national standards with tools that include: o Learning logs o Portfolios o Peer interview strategies o Teacher-student sample interviews o Problems to solve both individually and as a group.
Kenney, M., Joan. (2005). Literacy Strategies for Improving Mathematics Instruction. Alexandria, VA.
What makes mathematics so confusing to students? To succeed in the study of arithmetic, geometry, or algebra, students must learn what is effectively a second language of mathematical terms and symbols. In Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney and her coauthors describe common ways in which students misinterpret the language of mathematics, and show teachers what they can do to ensure that their students become fluent in that language.The authors synthesize the research on what it takes to decode mathematical text, explain how teachers can use guided discourse and graphic representation to help students develop mathematical literacy skills, offer guidance on using action research to enhance mathematics instruction, and discuss the importance of student-centered learning and concept-building skills in the classroom. Real-life vignettes of student struggles illuminate the profound effect of literacy problems on student achievement in mathematics. This book will help teachers better understand their students? difficulties with mathematics and take the steps necessary to alleviate them. Abundantly researched and filled with helpful strategies and resources, it is an invaluable resource for mathematics teachers at all levels. Joan M. Kenney has been both a research scientist and a mathematics teacher at the secondary and college levels. Most recently, she served as codirector of the Balanced Assessment Program at the Harvard University Graduate School of Education.
Gutstein, Eric, Peterson, Bob. (2006). Rethinking Mathematics: Teaching Social Justice by the Numbers. Milwaukee, WI.
In this unique collection, more than 30 articles show how to weave social justics throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking mathematics offers ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-- math that helps students analyze social problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.
Benjamin Delwiche
Solomon, Yvette (2008). Mathematical Literacy: Developing Identities of Inclusion
Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion/inclusion.
In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics
Benjamin Delwiche
Kenney, Joan M. (2005) Literacy Strategies for Improving Mathematics Instruction
What makes mathematics so confusing to students? To succeed in the study of arithmetic, geometry, or algebra, students must learn what is effectively a second language of mathematical terms and symbols. In Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney and her coauthors describe common ways in which students misinterpret the language of mathematics, and show teachers what they can do to ensure that their students become fluent in that language.The authors synthesize the research on what it takes to decode mathematical text, explain how teachers can use guided discourse and graphic representation to help students develop mathematical literacy skills, offer guidance on using action research to enhance mathematics instruction, and discuss the importance of student-centered learning and concept-building skills in the classroom. Real-life vignettes of student struggles illuminate the profound effect of literacy problems on student achievement in mathematics. This book will help teachers better understand their students? difficulties with mathematics and take the steps necessary to alleviate them. Abundantly researched and filled with helpful strategies and resources, it is an invaluable resource for mathematics teachers at all levels. Joan M. Kenney has been both a research scientist and a mathematics teacher at the secondary and college levels. Most recently, she served as codirector of the Balanced Assessment Program at the Harvard University Graduate School of Education.
Chris Samul
Murray, Mickey. (2004) Teaching Mathematics Vocabulary in Context.
As Miki Murray proves, mathematics vocabulary has the power to enhance the conceptual learning of mathematics for middle school students. It's an essential tool to help them express their mathematical thinking coherently and clearly to peers and teachers, to share problem-solving techniques, to gain confidence, and to participate in classroom discourse. Murray offers a range of strategies that highlight the important role language plays in the learning of math. Grounded in research and developed from more than 40 years of teaching, reflecting, and learning, Murray's proven strategies are immediately usable or adaptable by teachers.
Devlin, Keith. (2011) Mathematics Education for a New Era: Video Games as a Medium for Learning
Stanford mathematician and NPR Math Guy Keith Devlin explains why, fun aside, video games are the ideal medium to teach middle-school mathematics. Teachers, education researchers and professional game developers who want to produce video games for mathematics education will learn exactly what is involved in designing and producing successful math education video games that foster critical mathematical thinking skills necessary for success in a global economy.
Teaching Reading in Social Studies, Science and Math (Theory and Practice)http://www.amazon.com/Teaching-Reading-Studies-Science-Practice/dp/0439176697/ref=sr_1_1?s=books&ie=UTF8&qid=1348957583&sr=1-1&keywords=Teaching+Reading+in+Social+Studies%2C+Science+and+Math+%28Theory+and+Practice%29
Teaching Science For Social Justice
http://books.google.com/books/about/Teaching_Science_for_Social_Justice.html?id=Vye85VDxDgcC